Estudio sobre los enfoques de género y diversidad cultural de docentes respecto de la niñez inmigrante en la actualidad de la Unidad Educativa Estados Unidos de Norte América

Abstract

The presence of immigrant students in classrooms constitutes a challenge for the educational system in all its dimensions. It is necessary to know how schools are facing the arrival of students and with what approach or guidelines are they addressing the challenges that this poses for educational processes. Many of the altercations that are generated within this environment refer to the possibility of achieving an inclusive culture within schools, also demanding the formation of intercultural citizens capable of functioning in a global world. In this sense, inclusion is based on a perspective based on human rights in which everyone has access to education regardless of any consideration related to ethnicity, gender. In order to advance in the understanding of the way in which schooling processes and procedures are being carried out in various contexts, it is useful to know what type of mechanisms teachers develop around the incorporation of immigrant students, that is, what is the performance and the work that this attributes to the school in this context, as well as to identify what are the challenges that this event demands for the work carried out by the teacher, including the training needs to promote multicultural education approaches in educational establishments.